In the early 1990’s, President Bill Clinton emphasized the need for ensuring computers in every classroom in America, saying they were the bridge to the 21st century. Just like new technologies of the past, such as radios and television, experts were sure that computers would revolutionize education. Instead of changing the way children learn, a large amount of money has been spent without demonstrating the promised results. Over a five year period, between 40 and 100 billion dollars were spent putting computers in the classroom. Technology quickly becomes obsolete, teachers remain untrained, and computers are not always used in the most effective manner.
Arguments Against Educational Technology
• Artificial Experiences
• Lack of Research Data (“the Missing Link”)
• Same old, same old
Artificial Experiences
Placing technology in classrooms promotes linear rather than creative thinking. Studies have measured at least a 50% drop in creativity on Language Arts programs among students who engage in technological activities. It can be argued that computers are not necessarily being used for open-ended activities. Instead, students are taught word processing skills. In addition, students may experience analytical gaps, resulting in a decrease in real world intelligence.
Lack of Research Data
Many studies that promote technology are not statistically reliable as the studies lack the necessary scientific controls. They are often conducted in artificial environments and may be industry funded, skewing the results to a more desirable outcome.
Same Old, Same Old
Instead of revolutionizing teachers’ practice, teachers use computers for the same purpose as they did before the increase of technological resources. Often times teacher s rely on basic applications such as Word and Power Point instead of programs that promote higher level, richer, varied, and engaging thinking. Furthermore, teachers commonly use computer applications for lesson planning and preparation, such as worksheets and visuals off the Internet, but they seldom incorporate technology into the actual lesson.
In the early 1990’s, President Bill Clinton emphasized the need for ensuring computers in every classroom in America, saying they were the bridge to the 21st century. Just like new technologies of the past, such as radios and television, experts were sure that computers would revolutionize education. Instead of changing the way children learn, a large amount of money has been spent without demonstrating the promised results. Over a five year period, between 40 and 100 billion dollars were spent putting computers in the classroom. Technology quickly becomes obsolete, teachers remain untrained, and computers are not always used in the most effective manner.
Arguments Against Educational Technology
• Artificial Experiences
• Lack of Research Data (“the Missing Link”)
• Same old, same old
Artificial Experiences
Placing technology in classrooms promotes linear rather than creative thinking. Studies have measured at least a 50% drop in creativity on Language Arts programs among students who engage in technological activities. It can be argued that computers are not necessarily being used for open-ended activities. Instead, students are taught word processing skills. In addition, students may experience analytical gaps, resulting in a decrease in real world intelligence.
Lack of Research Data
Many studies that promote technology are not statistically reliable as the studies lack the necessary scientific controls. They are often conducted in artificial environments and may be industry funded, skewing the results to a more desirable outcome.
Same Old, Same Old
Instead of revolutionizing teachers’ practice, teachers use computers for the same purpose as they did before the increase of technological resources. Often times teacher s rely on basic applications such as Word and Power Point instead of programs that promote higher level, richer, varied, and engaging thinking. Furthermore, teachers commonly use computer applications for lesson planning and preparation, such as worksheets and visuals off the Internet, but they seldom incorporate technology into the actual lesson.